• Northern Virginia Community College: A great lesson about writing measurable learning objectives if this is all new to you
• Bloom et al.'s Taxonomy of the Cognitive Domain: Valdosta State University's web page that presents the levels of Bloom's taxonomy, defines them, lists sample verbs, and describes sample behaviors
• Bloom's Taxonomy Action Verbs: A list of action verbs that highlight performance and can be used for learning objectives or competencies

Good resource for a list of infographic programs:
16 Incredible Tools for Creating Infographics
https://www.creativebloq.com/infographic/tools-2131971

ID Meeting - July 10, 2015

Topics of discussion:

1. Calibrating Peer Review

• Peer Review in Higher Education: http://alh.sagepub.com/content/15/2/157.full.pdf+html
• Podcast: Calibrated Peer Review: http://www.educause.edu/blogs/gbayne/eli-podcast-calibrated-peer-review
• ELI: Calibrated Peer Review: http://www.educause.edu/library/resources/7-things-you-should-know-about-calibrated-peer-review

2. Notes for online teaching with case studies

Syllabus

• Emphasize the importance of preparing cases for meaningful discussions.
• In schedule/syllabus, list cases and guiding questions.
• Explain the case study methodology and etiquette that you expect from students.
• Tie the cases together in weekly announcements; Share the purpose of each case and make the planning strategy transparent.
• Online courses allow for reflection, research and planning – therefore, can benefit from deeper, more sophisticated cases than face-to-face courses.
• Grade participation: Ask yourself: “When students participate, are their classmates glad that they did?”
• Encourage back channel communication or case discussion outside of LMS
• Require students to post 4-5 times per week (different days) to build discussions throughout the week.

Developing Questions

• Give student guiding prep questions, but don’t ask these questions in the class discussion; develop more complex questions.
• To begin the discussions at higher levels, require students to complete a self-check comprehension quiz prior to posting to the discussion board.
• The opening discussion questions usually fall into one of three categories: (1) Retrospective questions that look back; (2) Action questions that focus on action/outcome decision; or (3) Predictive that look forward.  Best practice is using a variety of question types to begin discussions and keep students interested/engaged.
• Develop open-ended questions, but a poll type question can be effective at the beginning or end of discussion.
• One strategy for kick-off is brainstorming; for example, the first word that comes to mind to describe some aspect on the situation, industry, or person/people.
• Avoid leading questions such as “What is Malcolm Graham’s problem?”
• Consider broad opening questions; Examples: “What is happening in this situation?” or “What decisions does Dr. Nigam need to make?”
• Consider having the students approach the discussion from different perspectives.  For example, in a business retail scenario students might be given the roles of corporate office managers, sales associates, or consumers.
• If someone “cracks the case”, focus on the process of analysis or their rationale for decisions.
• Avoid presenting a correct answer because it squelches discussion.

Lectures

• Use short lectures before or after (not during) the case discussion.
• Focus on difficult or confusing concepts; Avoid lecturing on information that students can read.

Debrief

• Debrief each case with concluding remarks.
• Consider using Wacom tablet (or Explain Everything app) with audio and whiteboard for wrap-up comments.
• Weave student names and comments into debrief
• Consider shelf-life or reusability of debrief.

Synchronous Facilitation

• Learn to be comfortable with less control in case discussions because students think aloud to the solve problems.
• Learn student names and personalities; Know who to push and probe.
• Strive to involve students immediately (even before reviewing the syllabus on day #1); Get as many voices as possible into the early discussions.
• Require students to raise their hands to manage the pace and focus of the discussion; Reinforce and revisit key points as necessary.
• Create a lesson plan; Prepare carefully and thoroughly
• Plan questions and “blocks” on how to facilitate key parts/topics of the discussion; Consider blocks of foundation, analysis, options/recommendation, and action/decision plan.
• Consider “warm-calling” (instead of “cold-calling”) – warn the students in advance (via email) that you will ask them to discussion some points that they posted in the discussion board.
• Use the whiteboard to summarize and guide discussion.
• Strive to be respectful and avoid embarrassing anyone.

NEXT TIME: FRIDAY AUGUST 7, 2015 @ 10 AM

Topics: Troublesome course and Blackboard stats

Assignment for Twitter Research

Course: NUR 2095

Hashtag: #NUR2095

Instructor: @RoseH

Objective: To monitor contemporary healthcare issues facing clinical nurse leaders.

The purpose of this assignment is to develop research and technology skills to monitor professional associations, policy makers, and/or other news sources regarding developments in healthcare. The technology used for this assignment is Twitter, an online social networking service that posts short, timely updates for followers. Throughout the semester, you will identify and follow at least three Twitter accounts such as:

• Center for Disease Control
• World Health Organization
• Nurses Association
• American Cancer Society
• American Heart Association
• National Institute for Health

There are hundreds of credible agencies that post short Twitter updates (called tweets) to help practitioners stay current with healthcare conditions and practices. You will want to follow large, active agencies that tweet updates several times per day. Then, through the discussion board, you’ll share timely and relevant information four times during the semester – Modules 2, 4, 6, and 8. 

To begin this assignment, complete the following steps:

1. Every student at the University of Pittsburgh has access to excellent Lynda.com tutorials through my.pitt.edu . 
2. From the main my.pitt.edu page, scroll down the descriptive listings, and click Lynda.com Login. 
3. You will be taken to a Web Authentication login page (https://idp.pitt.edu/idp/Authn/UserPassword ).
   Use your Pitt username and password, and you will be logged into Lynda.
4. In Lynda in the Browse the Library search box at the top of the webpage, type Twitter.
5. Select Up and Running with Twitter with Maria Langer and watch the following videos:

• Part 2. Getting Started (there are six short videos for a total of 19 minutes)
• Optional: Under Part 6. Setting Twitter Options, there is a video titled “Setting Security and Privacy Options” that might interest you.

After your account is set up:

1. Select at least three Twitter feeds that you want to follow. Select agencies that are interesting and useful to you. You can follow the tweets on your smart phone or online. Most students find it easier to follow tweets online, but this is a personal choice depending on your cell phone payment plan and comfort level using your phone. If you are not satisfied with the quality or quantity of your tweets, it is fine to change the agencies you are following at any time during the semester. Check the feeds 5-6 times during weeks 2, 4, 6, and 8. You want the information you share with the class to be a timely as possible.
2. In the discussion forums for Modules 2, 4, 6, and 8, share a summary of the timely information you learned through the tweets that you followed. Your summary should be 3-4 sentences. Plus, respond to these questions:

• How is the information you learned from the tweets relevant to your practice?
• Do you find the information posted credible? Why or why not?

You’ll also read the posts of others in the course, but responding is optional.

Rubric to Assess Twitter Postings

The following rubric will help you self assess the Twitter summaries you post for the class in the discussion forums.

Assessment Criteria Proficient Partially Proficient Relevant ·      Is the information timely? ·      Does the information relate to nursing practice? ·      How will you use the information? ·      Were you aware of the topics prior to using Twitter? Credibility ·      Is the source credible? ·      Did you find similar information from other news sources? ·      Did the tweet provide a hyperlink for more information? Support & Follow-up ·      Did you read the Twitter summaries posted by other students? ·      Did you respond to other students? ·      What Twitter accounts might you follow in the future?

Three key terms for Twitter users:

Tweets: the updates of up to 140 characters that are sent from a subscriber’s Twitter account.

Hashtag: the hash character (#) before a word or unspaced phrase that forms a unique label. A hashtag allows the grouping of similarly tagged messages. For example, “#NUR2095” included in tweets would allow all of our Twitter updates to be collected together. In a tweet, hashtags are clickable keywords that take users to the list of updates that include the same label.

@username: this tag allows users to reply to others’ individual, group, or organization Twitter account. Make sure you are replying to the correct Twitter username.

Versal is an application that helps users create interactive material that can be embedded into online course. Even complete courses can be created with Versal. See Versal at https://versal.com/

Check out Eyejot.com for a free, easy-to-use tool to create video emails. The application uses your computer microphone and camera. It takes 5 minutes to read the instructions and get started - there's nothing to download. You record your message and enter the email address of the recipient(s). Video messages enhance your social presence and communication.

Search Flicker:The Commons (https://www.flickr.com/commons) for photos with  "no known copyright restrictions."

Example: two galaxies from the Smithsonian Institution from http://chandra.harvard.edu/photo/2012/ngc922/

Creator: Chandra X-ray Observatory Center

Date Created: 5/24/2012

Repository: Smithsonian Astrophysical Observatory